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Transcript of School-wide Positive Behavior Support: Keeping the Momentum Going Tim Lewis, Ph.D. University of...
School-wide Positive Behavior Support: Keeping
the Momentum Going
Tim Lewis, Ph.D.University of Missouri
OSEP Center on Positive Behavioral Interventions and Supports
pbis.org
Starting Point….
• We can’t “make” students learn or behave• We can create environments to increase
the likelihood students learn and behave• Environments that increase the likelihood
are guided by a core curriculum and implemented with consistency and fidelity
SYST
EMS
PRACTICES
DATA
SupportStaff Behavior
SupportDecisionMaking
SupportStudent Behavior
Your SW-PBS Map
Givens
• Teams - Administrator• Social behavior curriculum developed / adapted• Data-based decision making• Problem solving logic• Access to Technical Assistance• SW-PBS is a Marathon, not a sprint
Focus across is on what students should be learning versus what they should not be doing
Creating Environments
Environments that increase the likelihood are guided by a core curriculum and
implemented with consistency and fidelity
Creating Environments to Increase the Likelihood: Universals
• Annually:– Revisit your set of expectations and teaching
activities– Assess and address “problem spots” across school
environments– Assess effective instruction and management in
each classroom • High Rates of Positive Feedback
Creating Environments
• Focus on socially important behaviors• Inviting atmosphere / Friendly & Helpful • Connections / relationships between:
– Staff-Staff– Staff-Students– Students- Adults
Is your school a place where you would want your own child to attend?
Creating Environments to Increase the Likelihood: Classrooms
• Keep in mind:– Most problem behaviors occur in the
classroom– Effective social and academic instruction is
essential for ALL classrooms– Classrooms are “personal”
Inverse relationship between increased probability of compliance induced by effective teaching on the rate of
disruptive behavior
(Gunter, Shores, Jack, Denny, & DePaepe, 1994)
Importance of Effective Instruction (Sanders, 1999)
• The single biggest factor affecting academic growth of any population of youngsters is the effectiveness of the classroom.
• The answer to why children learn well or not isn't race, it isn't poverty, it isn't even per-pupil expenditure at the elementary level.
• The classroom's effect on academic growth dwarfs and nearly renders trivial all these other factors that people have historically worried about.
So one of our own is now blaming everything on the teacher!!
If classroom teachers are struggling, it is a systems issue NOT
an individual teacher issues
Creating Effective Classroom Environments
• Insuring ALL faculty and staff engaging in effective instruction and classroom management
• Align resources to challenges– Work within existing organization structure– Raze and rebuild
• Must build an environment that simultaneously supports student and adult behavior
Essential1. Classroom expectations & rules defined and taught
2. Procedures & routines defined and taught
3. Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1)
4. Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure
5. Students are actively supervised
6. Students are given multiple opportunities to respond (OTR)
7. Activity sequence promotes optimal instruction time and student engaged time
8. Instruction is differentiated based on student need
Systems
• Teach– Brief in-service, single topic focus
• Practice (performance feedback)– Peer coaching– Principal “walk-throughs”
Addressing Classroom Universals
• Develop a plan to:– Identify strengths and areas of need – Provide training for all staff on key features– Identify a strategy to assess use– Identify a strategy to provide performance feedback
• For Example– All self-assess (pp. 18-19)– Identify areas of need– “Mini-modules” during faculty meetings (pbismissouri.org)
– Peer observe and count (performance feedback)
Core CurriculumEnvironments that increase the likelihood
are guided by a core curriculum and implemented with consistency and fidelity
Core Curriculum
• Based on local issues/problems – “What do you want them to do instead”
• Clear goal/purpose• Matched to student need• Research-based• Accompanying training and support for all staff
to implement– Mini-modules + “tip sheets” (pbismissouri.org)– Performance feedback
Meaningful PD Outcomes
StaffDevelopment
Change inTeacherPractice
Change in Student
Outcomes
Change inTeacher Beliefs
A Model of the Process of Teacher Change
Guskey, 1986
Consistency and FidelityEnvironments that increase the likelihood
are guided by a core curriculum and implemented with consistency and fidelity
Consistency & Fidelity
• On-going, sustained, and purposeful training• On-going access to technical assistance• Periodic checks
– Student outcomes– Student perceptions– Adult perceptions
• Working toward a District/Region Wide PBS initiative that will sustain over time (Scaling up)
Scaling Up
• Does not simply equal more schools or every school within a district/region/state
• Outcome = increasing school’s adoption and sustained use of evidence-based practices with integrity that lead to improved academic and social outcomes for students with accompanying organizational supports to allow replication
Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
• Best evidence documents what doesn’t work:– Information dissemination alone– Training by itself
Research Findings on Scaling Up(Fixsen, Naoom, Blase, Friedman, & Wallace, 2005, p. 70)
• What does work– Long term, multi-level approaches– Skills-based training– Practice-based coaching– Practioner performance-feedback– Program evaluation– Facilitative administrative practices– Methods for systems intervention
Consistency & Fidelity
• Boosters based on data• Apply logic of SW-PBS to adult learners
– Tell-show-practice– Data / Feedback– Data Decisions
• Align Initiatives to SW-PBS work– Eliminate competing initiatives that do not
produce measurable outcomes
Alignment of Missouri State Improvement Plan, CPS District Improvement Plan and SW-PBS
School-wide PBS Implementation
MSIP
Goal Objective Strategy District PBS
Action Plan Practices Systems Data
Increase Student Achievement
Reduce drop out rate to 4% or less
1. Building plan will include: Step 1: monitor data on students who are likely to drop out. Step 2: professional development 2. District develop programs regarding drugs and violence Step 1: identify needs Step 2: student activities, supports and education
Goal 2: tasks 1, 2, 4, 5 & 6 Goal 3: tasks 1, 3 & 4 Goal 2: tasks 1, 2, 5, & 6 Goal 3: tasks 1, 3 & 4
Building the Continuum
Systems, Systems, Systems
Tier II Starting Points
• Universals firmly in place• Data used consistently in team meetings• Data decision rules to identify students who
need secondary supports• Equal attention to practices (student support)
and systems (adult support)
An Example of What is Possible
Field Elementary School
Field Elementary School• High Diversity
– School has 290 students; 50% minority; 20% English Language Learners; 13% special education
• Instructional leader turnover• Poverty
– 79% of students qualify for free and reduced lunches
• Highly transient population
Field Elementary School
+ Teachers and Staff committed to the increasing academic and social successof all students
+ A committed Principal who supported faculty in their efforts to change the way the taught to improve children’s lives
Field Elementary School
• Academic Standing– Annual Yearly Progress (AYP)
• 5% of all students scored proficient in 2005, according to the Missouri Assessment Program. Breakdown by group:
– 0% African American– 18% Caucasian– 0% Students with disabilities– 0% English Language Learners– 7% Free/Reduced Priced Lunch
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Field Elementary School
• Literacy• In 2004–05, 44% students required
intensive support for reading and writing
• Social Behavior• In 2003-04 Averaging 10.4 discipline
referrals per day
Field Elementary Literacy Data 04-05
30%
26%
44%
0%
20%
40%
60%
80%
100%
2004-2005
Intensive
Strategic
Benchmark
Structure
Core Reading 90 min, 5 days week with:
Intervention Groups 45 min, 4 days week, with:
(5th day individual focus )
Tier IIIIntensive Intervention
Classroom Teacher
Reading specialists, Sp Ed, ELL, Sp. Lang,K-2 SRA Reading Mastery3-5 Wilson Reading Systems
Tier IIStrategic Intervention
Classroom Teacher
Classroom Teacher Reading Mastery or Soar to Success
Tier IDIBELS benchmark
Classroom Teacher
Classroom Teacher Enrichment based on themes of core program
Positive Behavior Supports
MU College of Education —140 years of discovery, teaching and
learning
Impact
From 10.4 per dayTo 1.6 per day
Impact
• Improved Academic Standing– Annual Yearly Progress
In 2007, 27% of Field’s students scored proficient (up from 5%).
• African American: 0% improved to 16%• Caucasian: 18% improved to 57%• Students with disabilities: 0% improved to 25%• English Language Learners: 0% improved to
27%
Field Literacy Data
30%
26%
44%
40%
27%
33%
40%
29%
31%
51%
25%
23%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2004-2005 2005-2006 2006-2007 2007-2008
Intensive
Strategic
Benchmark